G021203040047

The International Journal Of Engineering And Science (IJES) ||Volume|| 2 ||Issue|| 12 || Pages || 40-47 || 2013 || ISSN (e): 2319 – 1813 ISSN (p): 2319 – 1805

Integrating Information and Communication Technology (ICT) into Classroom in Tertiary Institutions: Implications and Statues 1,

Mustapha Kassim, 2, Ayokunle Betty.T, 3, Salihu Shakirat.A 1, 2, 3,

Department of Computer Science Federal Polytechnic, Mubi Adamawa State.

---------------------------------------------------------Abstract------------------------------------------------------This paper presents the integration of Information and Communication Technology (ICT) in a classroom in Tertiary Institutions in Nigeria and gives an insight into how quality teaching/learning and classrooms has been enhanced through the integration of Information and Communication Technology (ICT). The paper further reveals that the integration of Information and Communication Technology (ICT) facilities in the Nigerian Tertiary Institutions has brought about fundamental changes in the content and quality of education in the country. This analysis and clarification of how Nigerian Tertiary Institutions have used integration of Information and Communication Technology (ICT) into classroom to reengineer their delivery is detailed through research and observation. Three categories of variables that relate to the use and of integration of Information and Communication Technology (ICT) devices were considered in this paper. These include the nature and degree of adoption of Information and Communication Technologies innovative; degree of utilization of the identified technologies; and the impact and implication of integration of Information and Communication Technology devices in the classrooms in Nigeria Tertiary Institutions.

Keywords: Integration, Nigeria and Information and Communication Technology.

--------------------------------------------------------------------------------------------------------------------------------------Date of Submission: 22 November 2013 Date of Acceptance: 31 December 2013 ----------------------------------------------------------------------------------------------------------------------------- ----------

I.

INTRODUCTION

Since the emergence of Information and Communication Technology (ICT) which is regarded as the bedrock of national survival and development in a rapidly changing global environment, every progressive country has a national IT policy and an implementation strategy to respond to the emerging global reality and thus avert becoming a victim of digital divide. Providing access to ICTs integration is only one facet of efforts to address equity issues. Equal attention must be paid to ensuring that the technology is actually being used by the target learners and in ways that truly serve their needs. Education is an all round development of a personality since it is both formal and informal. It is the free expression, transmission of the philosophy, culture and aspirations of a democratic society [1]. It is a means of changing the system of ideas, perceptions, processes and skill by which a society is established, conserved and furthered in its course of peace and progress [2].

It was said by [3] that there are three purposes of education, and although this comment was made for education in general, the three fit extraordinarily well with the theme of science and technology education for the reconstruction of the society. [4]Analyzed these statements as they apply to science and technology thus: a.

The first of these purpose ensures that the accomplishments of science and technology theories, explanations, processes and accumulation of evidence are passed on to the most able of the next generation, who will become the research scientist of tomorrow. This they maintain was what Isaac Newton referred to as ‘standing on the shoulder of giants ‘ and that such education is not really problematic in cultural sense, since it exists within its own rarefied knowledge culture. b.

The second purpose is clear enough in intentions but had often proved to be a disappointment to students in both developed and developing countries over the last decade. In most cases, an education in science does not lead to a secured job for life. In many countries, scientific and technological institutions and organizations may still have an unfilled need for support and technical staff who require some knowledge of science and technology. Any lack of scientific and technological education of this vocational kind not only slows down the work in this area but also distort their image. What modern industry needs is a general education, which includes science and technology and leaves the potential employee with literacy, numeracy, enthusiasm for and familiarity with science and technology and the capacity to learn more of them during a lifetime of learning and retention. This is a challenge to science and technology, which will not be met by the rote learning with no understanding of the concepts and processes or relevance to local environment.

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Integrating Information and Communication Technology (ICT)‌ c.

The third purpose, which is social reconstruction, presents a big challenge. Every generation has a hand in building its own society in most cases; a great part of the change will involve new technologies and their impact on living conditions and their environment. Citizens are faced more than ever before with decisions about issues of public policy, which relate to science and technology: From the above analysis, it is seen that the three elements of science and technology education: cultural transmission, vocational training, and the application of scientific knowledge and transferable skills for every purpose must be integrated in any effective science and technology education scheme.

The fact is that we are at the onset of major revolution in science and technology education. [5]Opined that the computer would be the key instrument of this revolution. The truth is that the world is fast becoming a global village, as a result of development in information and communication technology (ICT). The key instrument in this globalization is the computer. Computer mediated communication is increasingly becoming the fact of every life, particularly in the developed and some developing countries. In these countries information technologies have changed how people live, work and play [6]. Education is not left out of this ware of change. Most of the develop countries have exploited the potentials of ICT to transform their educational landscape at the tertiary, Secondary andeven primary school levels particularly the instructional process [7].

Similarly [8] identified that ICT can affect science and technology education in a number of ways: Curriculum development, enhancement of pedagogical approach, assessment, quality of teachers, researcher etc.

Unfortunately, in Nigeria classroom traditional patterns of science education has remained largely unchanged [9]. For [10] this typical pedagogical pattern reflects an authoritarian, deductive approach to classroom management. Obviously this pedagogical pattern does not prepare students for the information age and globalization. In other words, it does not equip students to live effectively in our modern age of science and technology [11]. There is need to improve the academic training in science and technology education and ICT has been identified worldwide as a way out of this. For example, full access to internet is just equivalent to having access to a good library [12].There is need to brace up to the new challenges and systems of education through the development and use of ICT in schools. Already Nigeria is two decades behind in embracing the use of the computer in school classrooms [13]. When properly integrated into the broader educational programmed, the most important use of ICT in education is as a pedagogical tool [14]. This rise of the computer as an effective teaching device brings about tremendous change in our instructional institutions.

The arrival of even one computer in the classroom can have a profound effect on the way students learn and the way the classroom operates. Teachers integrating computer use into the classrooms, soon modify their classrooms to reflect the changes in student learning behaviour that inevitably emerge. Creating space in the classroom for computers and peripherals such as a printer, network connection and large monitor initiates a rethinking process by the teacher, leading to re-evaluating how classroom activities and learning experiences work best.

According to [15], the sustainability of ICT-enabled programs has four components: social, political, technological, and economic.

1.

Economic sustainability refers to the ability of a school and community to finance an ICT-enabled programme over the long term. Cost-effectiveness is key, as technology investments typically run high and in many cases divert funds from other equally pressing needs. Planners should look to the total cost of ownership and build lucrative partnerships with the community to be able to defray all expenses over the long term. The need to develop multiple channels of financing through community participation ties economic sustainability closely to social and political sustainability.

2.

Social sustainability is a function of community involvement. The school does not exist in a vacuum, and for an ICT-enabled project to succeed the buy-in of parents, political leaders, business leaders and other stakeholders is essential. Innovation can happen only when all those who will be affected by it, whether directly or indirectly, know exactly why such an innovation is being introduced, what the implications are on their lives, and what part they can play in ensuring its success. ICT-enabled programs must ultimately serve the needs of the community. Thus community-wide consultation and mobilization are processes critical to sustainability. In short, a sense of ownership for the project must be developed among all stakeholders for sustainability to be achieved.

3.

Political sustainability refers to issues of policy and leadership. One of the biggest threats to ICTenabled projects is resistance to change. If, for instance, teachers refuse to use ICTs in their classrooms, then use of ICTs can hardly take off, much less be sustained over the long term. Because of the innovative nature of ICTenabled projects, leaders must have a keen understanding of the innovation process, identify the corresponding requirements for successful adoption, and harmonize plans and actions accordingly.

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Integrating Information and Communication Technology (ICT)‌ 4.

Technological sustainability involves choosing technology that will be effective over the long term. In a rapidly changing technology environment, this becomes a particularly tricky issue as planners must contend with the threat of technological obsolescence. At the same time, there is the tendency to acquire only the latest technologies (which is understandable in part because these are the models which vendors are likely to push aggressively). Generally, however, planners should go with tried and tested systems; stability issues plague many of the latest technologies. Again, the rule of thumb is to let the learning objectives drive the technology choice and not vice versa—the latest technologies may not be the most appropriate tools for achieving the desired educational goals. When making technology decisions, planners should also factor in not just costs but also the availability of spare parts and technical support.

1.1

Implications for sustainable integration of ICT in classroom in the tertiary Institution in Nigeria Early responses to ICT often involved creating a technology centre, or dedicated building to house computers and peripherals, with students being taken to these facilities when work with computers was needed.

Computer laboratories were developed with classes being booked in for whole class use of the technologies.

Alongside the laboratories, however, a variety of solutions has developed; enabling in-class access to computer facilities and it was these arrangements that were of interest in this research.

Information and Communications Technology (ICT) in education: Its central focus is on understanding how ICT affects the way teaching and learning takes place in schools. In many educational systems there is a desire to use ICT to support changes in teaching and learning and policies have been implemented to promote the use of ICT by equipping schools with computers and network connections, training teachers in the use of ICT and providing digital resources[16].

Integration of ICT in classroom in the tertiary institution is important in Nigeria in order to acquaint students with this unique tool and also prepare them for future jobs using computer and related devices. To accomplish this, it is extremely important that computers and other related devices be used as teaching aids in tertiary institution in Nigeria. There is presently, some laxity on the part of both the government and school authorities towards this. While the inability to integrate ICT into classrooms may be due to various reasons including strong government policy,high cost of ICT related devices and lack of sufficient technical knowledge of computers by the instructors, it results to students and teachers being denied access to apowerful and effective teaching and learning tools in a country with poor quantity science and technology education and a corresponding poor level of students’ performance.

The internet, ahuge sea of information, is the most potent teaching tool of them all. Its strength is two fold. First, it is versatile, thus enabling huge variety of information to be assembled in numerous examples of computer assisted instruction mode mentioned above. In a country with few libraries most of them shabbily stocked and an underdeveloped reading culture, the internet could provide for the students and more importantly, teachers, an easily accessible and up-to-date source of information that would make research and learning richer and easier. Second,its ease of navigation and decidedly user- friendly atmosphere makes it more interesting than books and might encourage students who are otherwise averse to further study away from the teacher. It is therefore important that these technologies which are currently not being utilized be integrated into our classrooms. It is important that government make teacher technological professional training an important part of its educational policy and ensure that both pre-service and in-service teachers participate in these programmes. Only when this professional technology training is affected and the necessary ICT equipment is made available in schools that sustainable integration of ICT into classroom can be ensured for the nation.

II.

What are the challenges with respect to capacity-building

Various competencies must be developed throughout the educational system for ICT integration to be successful [17].

Teachers: Teacher professional development should have five foci: 1) skills with particular applications; 2) integration into existing curricula; 3) curricular changes related to the use of IT (including changes in instructional design); 4) changes in teacher role (5) underpinning educational theories. Ideally, these should be addressed in pre-service teacher training and built on and enhanced in-service. In some countries, like Singapore, Malaysia, and the United Kingdom, teaching accreditation requirements include training in ICT use.

ICTs are swiftly evolving technologies, however, and so even the most ICT fluent teachers need to continuously upgrade their skills and keep abreast of the latest developments and best practices.

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While the first focus—skills with particular applications—is self-evident, the four other foci are of equal, if not ultimately greater, importance. Research on the use of ICTs in different educational settings over the years invariably identify as a barrier to success the inability of teachers to understand why they should use ICTs and how exactly they can use ICTs to help them teach better. Unfortunately, most teacher professional development in ICTs are heavy on “teaching the tools” and light on “using the tools to teach.”

Teacher anxiety over being replaced by technology or losing their authority in the classroom as the learning process becomes more learner-centered—an acknowledged barrier to ICT adoption—can be alleviated only if teachers have a keen understanding and appreciation of their changing role.

Education administrators: Leadership plays a key role in ICT integration in education. Many teacheror student-initiated ICT projects have been undermined by lack of support from above. For ICT integration programs to be effective and sustainable, administrators themselves must be competent in the use of the technology, and they must have a broad understanding of the technical, curricular, administrative, financial, and social dimensions of ICT use in education.

Technical support specialists: Whether provided by in-school staff or external service providers, or both, technical support specialists are essential to the continued viability of ICT use in a given school. While the technical support requirements of an institution depend ultimately on what and how technology is deployed and used, general competencies that are required would be in the installation, operation, and maintenance of technical equipment (including software), network administration, and network security. Without on-site technical support, much time and money may be lost due to technical breakdowns.

Source: [18] RESEARCH QUESTIONS The way ICT is used in classrooms is shaped by broader teaching orientations, by the school and systemic contexts in which they operate, and by the availability of the technological resources. This research is guided by two (2) broad questions.

1. How and to what degree is ICT adopted in tertiary institutions and how does it influence teaching/learning processes? (a) The availability of various ICT resources and technical support for their use. (b) The expertise of teachers in ICT and communication among teachers.

2. How and to what extent is ICT used in education across various staff cadre in teaching and learning in tertiary institutions?

Furthermore, results from the above research questions led to the formulation of the following research hypotheses which were tested in this work: Do you think effective integration of ICT into classroom better than the traditional classroom setup?

Hypothesis Ho: Integration of ICT into classroom in teaching and learning not better than the traditional classroom set-up H1: Integration of ICT into classroom in teaching and learning better than the traditional classroom set-up

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III.

STUDY POPULATION AND SAMPLING TECHNIQUE:

There are seven (7) tertiary institutions in Adamawa states of Nigeria of which only four (4) tertiary institutions were selected and questionnaires distributed. The four (4) institutions are Adamawa States University, Modibo Adama University of Technology Yola, Federal Polytechnic Mubi and Adamawa State Polytechnic Yola. The questionnaires were given majorly to Academic staff in their Various Faculties (Management, Science, Engineering and Environmental) across ranks. The ranks are Assistant Lecturer/Technologist II, Lecturer III/ Technologist I, Lecturer II/Senior Technologist and Lecturer I/Principal Technologist and above.

Three hundred and fifty respondents were used as sample in each tertiary institutions for this study based on [19] recommendation that three hundred and fifty (350) and above is accepted for large population and that five percent (5%) of the selected population is alright. Also Questionnaire was used to gather information from respondents within the school for the research.

The questionnaire titled “Integrating ICT into Classroom in Tertiary Institution: Implication and Statues”.Respondents were asked to specify their Sex, Rank, School and Faculty.

Instrument for data collection The instrument that was used for data collection for this study was: a. Questionnaire titled “Integrating ICT into Classroom in Tertiary Institution: Implication and Statues” was administered to respondents to evaluate personal preventive measures adopted regarding the research question.

3.1

Validation and Reliability of the Instrument

The face-validity and content-validity of the instrument were verified, first by the researchers by ensuring that good simple and straight forward questions are formulated then by experts in the subject area.

3.2

Data Presentation and Analysis

Table 1 shows that: ADSU, FEDPOLY, MAUTH and SPY has Male respondents of 57%, 78%, 63% , 58% respectively while Females are 43%, 22%, 37% and 42% respectively. Based on this study, Male respondents are more than female counterparts in each institution (schools). Table 2 explains the different ranks of staff who uses ICT tools in their various classes. In ADSU, 91% of Assistant Lecturer uses ICT tools in their classes, while Lecturer III has 84%, Lecturer II has 81% and Lecturer I has 86%. For FEDPOLY there are 88%, 93%, 76% and 81% of Assistant Lecturer/Technologist II, Lecturer III/Technologist I, Lecturer II/Senior Technologist and Lecturer I/Principal Technologist respectively. The MAUTH has 94%, 87%, 79% and 93% of Assistant Lecturer, Lecturer III, Lecturer II and Lecturer I respectively while 76%, 81%, 83% and 78% were gotten from Assistant Lecturer/Technologist II, Lecturer III/Technologist I, Lecturer II/Senior Technologist and Lecturer I/Principal Technologist respectively from SPY. Table 3 is based on the number of Male and Female in each faculty of the institutions (schools) who uses ICT tools in their various classes. ADSU: Faculty of Science has male respondents of 91% and female respondents of 87% while Faculty of management has male respondents of 78% and female respondents of 62%. FEDPOLY has 87% of male and 83% of female in school of science, the school of engineering has 80% of male and 75% of female, school of environmental studies has 71% of male and 67% of female while school of management has 65% of male and 69% of female respondents. MAUTH has 94% and 92% of Male and Female respectively in Faculty/school of science, the faculty/school of engineering has 90% of male and 87% of female, the faculty/school of environmental studies has 79% of male and 70% of female while faculty/school of management has 69% and 61% of male and female respectively. SPY has 77% of male and 82% of female in faculty/school of science, the faculty/school of engineering has 73% of male and 69% of female and faculty/school of management has 67% of male and 73% of female. It can be deduced from this table that Male embraces ICT tools more than their female counterparts in almost all the faculties/schools of the institutions Table 4 shows the percentage of schools using various ICT resources and tools. In ADSU 98% uses Computer/Tablet, 76% uses Tutorial software, 93% uses General software, 81% uses Communication software, 71% uses Digital/Mobile devices, 61% uses Smart board and 73% uses Multimedia Production. FEDPOLY has 98%, 81%, 90%, 84%, 83%, 47% and 53% of those who uses Computer/Tablet, Tutorial software, General software, Communication software, Digital/Mobile devices, Smart board and Multimedia production respectively.

MAUTH has 97%, 83%, 84%, 87%, 79%, 57% and 64% of Computer/Tablet, Tutorial software, General software, Communication software, Digital/Mobile devices, Smart board and Multimedia production respectively. SPY has 96% of Computer/Tablet, 79% of Tutorial software, 94% of General software, 82% of Communication software, 67% of Digital/Mobile devices, 42% of Smart board and 51% of Multimedia Production. From the table, it shows that people possess the tools (Computer/Tablet and Digital/Mobile devices) tends to be higher than the use of its accessories like Tutorial and General software.

Table 5 analyses the percentage of ways/methods used by the staff in acquiring knowledge/skills in using ICT tools. ADSU: Observations/Discussions from colleagues has 51%, ICT coordinator/Technical Assistant has 53%, Formal training has 38% and Course/Professional training has 31%. FEDPOLY has 39%, 48%, 27% and 52% of Observations/Discussions from colleagues, ICT coordinator/Technical Assistant, Formal training and Course/Professional training respectively. MAUTH has 47% of Observations/Discussions from colleagues, 42% of ICT coordinator/Technical Assistant, 41% of Formal training and 47% of Course/Professional training. SPY has 42% of Observations/Discussions from colleagues, 38% of ICT coordinator/Technical Assistant, 21% of Formal training and 32% of Course/Professional training. This table shows that the institutions pays little attention to staff acquiring knowledge outside the school or through formal training as a result of lack of ICT educational policy.

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RECOMMENDATIONS From the findings of the study, the following recommendations are proffered to sustained effective integration of ICT in tertiary institution classrooms in Nigeria at large: 1.

2.

3.

4.

5.

6.

7.

8.

9.

Comprehensive ICT educational policy awareness campaign to enlighten all stakeholders Institutions should make teacher technological professional training an important part of its educational policy Adequate and well-functioning infrastructural facilities must be in place like Power, Bandwidth, Computers and other ICT related devices Teacher professional development in ICTs should be heavy on using the tools to teach than teaching the tools.

It must be channel or targeting economic growth and development of the education sector Proper monitory and effective evaluation of the integration operations should be observed.

Ensure that ICT and related equipments are given duty free or subsidy.

Ensure that new ICT infrastructure replace the old one as well as procuring adequate bandwidth for efficient and reliable access to resource Ensure training and re-training of the users on how to access and utilize the ICT devices subscribed to by the institution.

IV.

CONCLUSION

This study shows that the introduction of integration of ICT in tertiary institution classroom in Nigeria can be seen as a step in the right direction. It is expected that its impact will be felt in modernization of Nigeria education system, ICT initiative in Nigerian academic institutions is on the increase; in recent time, academic institutions are experiencing various transformations along with challenges which have drastically affected teaching/learning delivery and services. These challenges could be solved with improvements in infrastructures, solid users’ orientation programmed, as well as improvement in computer literacy programmed for users. Users who are skillful in the application of modern technologies in information access, sharing and management will also be needed in tackling these challenges. Academic staff in Nigeriatertiary institution must endeavor to be updated and well trained in the use of new technologies, bearing in mind the fact that it is the tool that supports users’ effective delivery both in teaching and learning, knowing that users are looking for teaching aids that is easy, friendly and natural to use.

However there may be little interruptions at times due to network or power failures, which may make instructor unable to carry out teaching/learning at a particular point in time or fall back to the traditional classroom set-up. This little shortcoming is not in any way comparable to the days when classrooms were characterized by only chairs and blackboard.

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Jegede, O and Solomon, J (2002): Science Education and the familiar World of the Child. Science Series 1-5 Bork, A (1999): Interactive Learning, American Journal of Physics 47(1), 1-16 Berenfed, B. (1999): The Internet in our Classroom: Teaching Tomorrow’s World. In Sylvia, A.W. (Ed) Science and Environment Education Views from Developing Countries. Washington DC: The World Bank, 251-234 Ojutalayo, J (1998): Features: Organising Children for Learning, Teachers and Parents Quarterly, 1(1) 19-20 Akubuilo, D.U and Ndubuizu, C.L. (2003): Using Information and Communication Technology (ICT) to enhance Learning in Science, Technology and Mathematics (STM) Education in our Secondary Schools, In Akale, M.A.G.(Ed) STAN Proceeding of the 44th Conference 80-85 Adams, A.N. (1992): Operation, Efficiency and Desirability of Special Science Schools at Secondary Education Level: The Nigeria Experience. Paris International Institute of Education Planning, UNESCO Kalu I. and Ekwuene, C.O.(2003): Assessment of Teacher’s Level of Literacy and Attitude Towards Information and Communication Technology (ICT) Application in Science, Technology and Mathematics Education. In Akale, M.A.G. (Ed) Annual Conference Proceedings of the Science Teachers’ Association of Nigeria. 17-14 Federal Ministry of Education, (1998): National Policy on Education Revised Edison, D.C. (1999): Realizing Authentic Science Learning through the Adaptation of Scientific Practice. In Tobin, K and Fraser, B (Eds) International Handbook of Science Education, Kluwer, Dordrecht NL. 117-123.

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Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT Use in Schools Around the World: Findings from the IEA SITES 2006 Study. Hong Kong: Comparative Education Research Centre, University of Hong Kong.

MacDougall,A.and Squires,D. (1997),“A framework for reviewing teacher professional development programmes in information technology”.Cited in Blurton,C.,“New Directions of ICT-Use in Education”,p.29. http://www.elmoglobal.com/en/html/ict/01.aspx Krejcie, R.K and Morgan D.W (1970). Determining Sample Size for Research Activities, Education and psychological measurement. New York Academic Press PP.608-609.

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APPENDIX Table 1: RESPONDENT ON SEX IN EACH SCHOOL SCHOOL/ SEX MALE FEMALE TOTAL PERCENTAGE OF MALE (%) PERCENTAGE OF FEMALE (%)

ADSU

FED POLY MUBI

MAUTH

SPY

197 146 343 57 43

270 75 345 78 22

221 129 350 63 37

201 147 348 58 42

Table 2: Percentage of Staff in Each Rank Who Used Ict Tools with Their Various Classes SCHOOL/ SEX

ADSU FED POLY MUBI MAUTH SPY

ASST. LECTURER / TECHNOLOGIST II FREQ ICT UENC USE (%) Y 129 91 201 88

LECTURER III TECHNOLOGIST I

118 208

94 76

/

USE

LECTURER II / SENIOR TECHNOLOGIST FREQUEN ICT CY USE (%)

LECTURER I / PRINCIPAL TECHNOLOGIST AND ABOVE FREQUEN ICT USE (%) CY

FREQUEN CY

ICT (%)

84 71

84 93

78 47

81 76

52 26

86 81

103 97

87 81

98 35

79 83

31 28

93 78

Table 3: Respondent Of Male and Female Academicians in Each Faculties Who Used Ict Tools with Their Classes SCHOOL/ SEX

SCIENCE MALE FREQUE NCY

ICT USE (%)

FEMALE FREQU ENCY

ICT USE (%)

ENGINEERING MALE FREQ ICT USE UENC (%) Y

FEMALE FREQ ICT UEN USE CY (%)

ENVIRONMENTAL MALE FEMALE FRE ICT FRE ICT QU USE QU (%) EN (%) EN CY CY

ADSU FED POLY MUBI MAUTH SPY

76 90

91 87

52 32

87 83

NOT AVAILABLE 50 80

7

75

45

80 67

94 77

40 47

92 82

61 44

27 12

87 69

40 79 20 NOT AVAILABLE

SCHOOL/ SEX

COMPUTER/ TABLET

90 73

71

9

USE

67

70

MANAGEMENT MALE FREQUE ICT NCY USE (%)

FEMALE FREQ ICT UEN USE CY (%)

121 85

78 65

94 27

62 69

40 90

69 67

42 88

61 73

Table 4: PERCENTAGE OF SCHOOL USING VARIOUS ICT RESOURCES AND TOOLS FREQUEN CY

ADSU FED POLY MUBI MAUTH SPY

TUTORIAL SOFTWARE FREQUEN CY

336 338

ICT US E (%) 98 98

340 334

97 96

GENERAL SOFTWARE

COMMUNICATION SOFTWARE

DIGITAL / MOBILE DEVICES

SMART BOARD

MULTIMEDIA PRODUCTION

FREQUE NCY

ICT USE (%)

FREQUE NCY

ICT USE (%)

FREQU ENCY

ICT USE (%)

FREQUENC Y

ICT USE (%)

FREQUE NCY

261 280

ICT US E (%) 76 81

319 311

93 90

278 290

81 84

244 286

71 83

209 162

61 47

250 183

ICT US E (%) 73 53

290 275

83 79

294 327

84 94

305 285

87 82

277 233

79 67

200 146

57 42

224 177

64 51

Source: Field survey, 2013 Table 5: Percentage of Schools Indicating Various Ways in Which Staff Acquires Knowledge / Skills in Using Ict Tools for Learning / Teaching SCHOOL / MODE OF ACQUIRING OF ICT SKILLS

OBSERVATION / DISSCUSION WITH COLLEAGUES (%)

FROM ICT COORDINATOR OR TECHNICAL ASSISTANT (%)

FORMAL TRAINING (%)

IN SCHOOL COURSE / PROFESSIONAL TRAINING (%)

ADSU FED POLY MUBI MAUTH SPY

51 39 47 42

53 48 42 38

38 27 41 21

31 52 47 32

Source: Field survey, 2013 SUMMARY OF ICT USED/ SKILLS OVERVIEW RESPONSES 1 2 3 4 5 6 7 8 9 10

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YES 1329 1363 1379 1284 1251 1347 1135 1369 1380 1385

NO 57 11 7 102 107 39 98 17 6 1

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TOTAL 1386 1374 1386 1386 1358 1386 1233 1386 1386 1386

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Integrating Information and Communication Technology (ICT)‌ TOTAL

13222

445

13667

Source: Field survey, 2013 CHI-SQUARE COMPUTATIONAL TABLE O 1329 1363 1379 1284 1251 1347 1135 1369 1380 1385 57 11 7 102 107 39 98 17 6 1 Summation

E 1340.87 1329.26 1340.87 1340.87 1313.78 1340.87 1192.85 1340.87 1340.87 1340.87 45.13 -44.74 -45.13 45.13 44.22 -45.13 40.15 -45.13 -45.13 -45.13

O-E -11.87 33.74 38.13 -56.87 -62.78 6.13 -57.85 28.13 39.13 44.13 11.87 33.74 38.13 56.87 62.78 6.13 57.85 28.13 39.13 44.13

(O-E)2 140.90 1138.39 1453.90 3234.20 3941.33 37.58 3346.62 791.30 1531.16 1947.46 140.90 1138.39 1453.90 3234.20 3941.33 37.58 3346.62 791.30 1531.16 1947.46

(O-E)2/E 0.11 0.86 1.08 2.41 3.00 0.03 2.81 0.59 1.14 1.45 3.12 25.44 32.22 71.66 89.13 0.83 83.35 17.53 33.93 43.15 413.84

Source: Field survey, 2013 X2= chi-square DF=Degree of Freedom X2tab =(R-1) (C-1), DF=(10-1) (2-1) =9, 5%=16.919; Equation 1: X2cal= ď “(Oij-Eij)2 X2cal=413.84 Eij Decision Rule: x2 cal 413.84>x2tabl that is, Ho>H1 we reject Ho and accept H1 We reject the null hypothesis and accept the alternative hypothesis. Hence conclude Integration of ICT into classroom in teaching and learning better than the traditional classroom set-up.

Mustapha Kassim obtained a Bachelor degree in Computer science (B.sc Computer Science, 2005) from Usmanu Danfodio University Sokoto, Nigeria.

After graduation, worked with Fidelity Bank Plc, Nigeria (2007-2010) and presently with Federal Polytechnic Mubi, Adamawa State as academic staff with interest in theoretical computer.

Salihu Shakirat Aderonke holds a Masters and Bachelor degree from University of Ilorin, Computer Science department.

After the completion of my NYSC, worked with Time net Cyberspace, Ilorin between March 2008-May 2009, later got employment with University College Hospital, Ibadan from June, 2009- February, 2010 and presently a Lecturer at the department of Computer Science, The Federal polytechnic, Mubi, Adamawa State. My area of Interest is on Software Development

Ayokunle TemiTope Betty is a lecturer with the Department of Computer Science, Federal Polytechnic Mubi, Adamawa State, Nigeria. She obtained her Bachelor Degree in Computer Science in 2007 from University of Ilorin, Nigeria. She is a member of Nigeria Computer Society (NCS) and her area of research interest is on Software Development and Internet Security.

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